How do we progress racial justice in education?

Zahra Bei,Helen Knowler,Jabeer Butt

doi:10.1111/newe.12242

Abstract

How do we progress racial justice in education?

Highlights

A nnouncing a new ‘Behaviour Hubs’ scheme, education secretary Gavin Williamson spoke of supporting “vulnerable and disadvantaged children with the routines and structures needed”.1. This is yet another example of attention being diverted away from exclusionary practices that are denying children access to high-quality education
Summer 2021 | 3 and Knowler argue that these practices are intended to circumvent official practices and formal exclusion, and can manifest as ‘informal’ managed moves, coerced home schooling and inappropriate moves into other settings such as alternative provision
In England around the same time, Bernard Coard published his ground-breaking pamphlet ‘How the West Indian child is made educationally subnormal in the British school system: the scandal of the Black child in schools in Britain’ (1971), which galvanised Black parents and educationalists into action in the decades that followed, spurring on the growth of the Black supplementary schools movement – a form of self-help and a way to fight racial discrimination.[5]

Summary

Introduction

A nnouncing a new ‘Behaviour Hubs’ scheme, education secretary Gavin Williamson spoke of supporting “vulnerable and disadvantaged children with the routines and structures needed”.1 This is yet another example of attention being diverted away from exclusionary practices that are denying children access to high-quality education. In the research carried out by Done and Knowler, off-rolling is explained as part of a much more extensive continuum of exclusionary practices that are happening in schools, ranging from the unacceptable to the illegal.[2] Done

Results

Conclusion